Institutionalization, music

cultures and interculturalism

in Peru
Clara Petrozzi
06.06.2018
CONCEPTS
COLONIZATION

DECOLONIZATION

MULTICULTURALISM

INTERCULTURALISM

INSTITUTIONALIZATION
PERU: 32 598 058 inhabitants, 48 native languages, 55 indigenous nations. Afro-
Peruvian culture.
Colonial heritage in Latin America
Coloniality of power - racism/violence, followed by introduction into capitalist
system. Internal colonialism
Coloniality of knowledge - one epistemic system is right. Copying models
Coloniality of being - Westernization
Racialization as fundamentation of colonization
During colonial time, each “color”had its place

in society.

Power relationships established with the conquer of

The Americas. Racialization is at the basis of the

Capitalist economic system and of European modernity.

Modernism starts with colonization, not with the

Industrial revolution.
 Syncretism and cultural resistance
Institutionalization of the agricultural/ritual/religious feast and of the music, dance,
textiles and other art forms and

cultural manifestations. Creativity!

Music institutions as colonization of knowledge - or
giving possibilities for decolonization

- Art music institutions created for/by Europeans, following European models

- National University of Music and National Folklore Institute as separate
entities
- How to realize the decolonial turn from and with these institutions
- Research: legitimates, looks at own achievements from own point of view
- Music history (music histories) to understand role of processes of
colonization, cultural resistance, syncretism, fusion...
First institutionalization moments
- Colonial institutions: Catholic church, Spanish authorities (court), theatre.
Feasts include all groups’ music, but segregated.
- Independence 1821: Church’s official position in music life diminishes
- Urban life: private initiatives, salons, theatres, opera companies
- Big wave of institutionalization during / after WWII: National Symphonic
Orchestra, National Conservatory, other orchestras and conservatories in
main cities. Impulsed by European migrants and urban elites.
- National Folklore School (with another name).
- National Radio (all genres).
New institutions
- Many changes in the last years:
- Ministry of Culture 2010
- Music School of Catholic University 2014
- New programs in universities: all genres? Jazz/pop/rock
- University of Music 2017 (former National Conservatory)
- Master´s degree in Musicology, Catholic University (2017)
- Many new youth orchestras following El Sistema and similar models: Sinfonía
por el Perú (2011), Orquesta Sinfónica Nacional Juvenil (2003), Orquestando
(Ministry of Education, 2012), Orquesta de barro (2004), local orchestras in
Lima (several, diverse years)
Institutional Reform (Delfin 2018)
- Gap between State and civil society needs to be surpassed
- State institutions have to strengthen civil participation, not only through
consultation, but collaboration, co-creation, empowerment
- Need to institutionalize these mechanisms of civil participation
- Open government practices, transparency, political accountability
- This implies the recognition that I cannot know everything but have to give
power to others – this is difficult when there is insecurity in own knowing
Dialogue between music cultures / institutions?
- Music cultures have been always exchanging, quoting, lending, travelling
- Music styles, genres and traditions interact, mix, combine
- Basic rights of all groups: to express themselves freely, to preserve or change
their traditions. Not to “musealize”
- Basic condition for this is respect for the existence, rights and world view of
others, and genuine interest in learning about and from them and share our
own
- Recognition that it is impossible to know/master/study all
- Own cultural background always with us, no “neutral”
- Fusion can give birth to unexpected new experiences
Links
http://mapavisual.cultura.pe/

http://www.infoartes.pe/wp-content/uploads/2014/11/Diversidad-Musical.pdf

Danza de tijeras: https://www.youtube.com/watch?v=ABq_81fP4Js

Cajón peruano: https://www.youtube.com/watch?v=vp2UB68HOT0

Zapateo: https://www.youtube.com/watch?v=JSaVRBr3m3A

Sikuri: https://www.youtube.com/watch?v=xU-oYGpjkwI

Eshuva: Eshuva, Harákmbut sung prayers of Peru’s Huachipaire… (Peru)

Urgent Safeguarding List – 2011:
https://www.youtube.com/watch?time_continue=36&v=VyEidlsVqFA